Five years of data related to teachers' perceptions of learning and knowledge were analyzed to ascertain whether differences existed between preservice elementary and secondary science students (N=435). These data were generated from a questionnaire derived from assumptions about learning and knowledge. The assumptions address five areas of learning: motivation; conditions of learning; social learning; intellectual development; and evaluation. Knowledge assumptions comprise a sixth area. The data were analyzed using a Chi Square statistic with the probability set at the .05 level of significance. Results indicate no significant differences in prescores for either elementary undergraduate and graduate students or secondary undergraduate students. No significant differences occurred with post scores between undergraduate and graduate elementary education students. However, significant differences occurred between undergraduate elementary and secondary students in the areas of assumptions about motivation, conditions of learning, and knowledge requirements of school children. These results support the National Science Teachers Association recommendations for the certification of elementary and middle/junior high school science teachers. Also, there is some indication that inservice and preservice education need to follow varying paths. (Author/JN)